The 2007 Hawai'i State Legislature passed Senate Concurrent Resolution 118 S.D.1 HD 1 Improving the Community's Understanding of the Department of Education's Programs and School Expenses Including a Comparison with Other States on Adequacy of Funds. Among the requests contained in the resolution were the following: "Be it further resolved the…

The 2007 Hawai'i State Legislature passed Senate Concurrent Resolution 56 S.D. 1 "Requesting the Hawaii Educational Policy Center to Report on the Retention and Change in Assignment of Teachers Within the Department of Education." The resolution requested a report on the effectiveness and current status of teacher preparation and…

Traditional leadership preparation programs and licensure requirements give only token consideration to social justice concerns. This article examines the emerging social justice discourse in the educational administration field and discusses several challenges that must be considered as universities and others attempt to prepare school leaders…

Uses random sample of reported court decisions to determine whether there is significant difference between the overall outcomes of education litigation from mid-1970s and that from mid-1990s. Finds that the only significant difference between two time periods was the "suits by students" category and that the direction of this difference was in…

This study, which evaluates the Benjamin Banneker Scholars Program, was undertaken in response to litigation challenging the University of Maryland's right to operate a scholarship reserved exclusively for high-achieving African Americans. Using varied data sources, the study found that the Banneker scholarship program continues to be necessary as…

Examines three decades of school finance legislation, highlighting emerging judicial constructs of equity and adequacy. Generally, court decisions have turned on adequacy, rather than equity considerations. There is a broad movement under way to secure, in law and practice, poor children's rights to equal opportunity and nondiscrimination. This…

Examines the current status of religion in education and considers the implications for policy making and practice. Frames the discussion by reviewing recent Pennsylvania and New York cases that challenged educational policy concerning outcomes-based education and the Kirjas Joel Hasidic sect, respectively. Proposes a "moderate secularism," an…

The idea of resistance (and empowerment) in critical pedagogy is rooted in traditional notions of Marxist vanguard politics that consider the trade-unionized white male working class as the entitled leaders of the revolutionary movement. Marxism fosters a theory and practice of elitist leadership notions that is replicated among contemporary…

Argues that test security in student testing is an immoral, inefficient practice rooted in medieval views of the teacher-student relationship. Secrecy practices involving testing should be scrutinized carefully and minimized through the use of explicit principles--an Assessment Bill of Rights--that put students' rights on par with the testmaker's…

Attempts by courts in the United States and Canada to define the rights of children, parents, and educators are described, and their shortcomings and contradictions are pointed out. The author suggests another approach based on utilitarian values and pre-suppositions presented in works by John Stuart Mill. (PP)

Short-term problems caused by California's Proposition 13 are: maintenance of effort; federal supplemental funding; use of federal funds for excess costs; and matching and full service. Long-term implications include: rescuing the states; maintaining traditional federal policies; improving or revising federal aid; and encouraging improved state…

Review of congressional hearings leading to the enactment of the Education Amendments of 1974 (Public Law 93-380), the initial response of the United States Office of Education, and the study conducted by the National Institute of Education as mandated in Section 821 of PL 93-380. (MH)

The Education for All Handicapped Children Act mandates a free and appropriate education for all handicapped children between the ages of 3-18 (to be extended to 3-21 by 1981). The premises upon which the act was formulated as well as its provisions are described. (RL)